home 9.2 Issues for Canadians: Economic Systems in Canada and theUnited States
General Outcome
Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity.
Specific Outcomes
Values and Attitudes
Students will: 9.2.1 appreciate the values underlying economic decision making in Canada and the United States (C, ER)
9.2.2 appreciate the relationship between consumerism and quality of life (C, CC)
9.2.3 appreciate the impact of government decision making on quality of life (C, CC, PADM)
Knowledge and Understanding Students will: 9.2.4 compare and contrast the principles and practices of market and mixed economies by exploring and reflecting upon the following questions and issues: • What are the principles of a market economy? (ER) • Why do governments intervene in a market economy? (ER, PADM) • Why is Canada viewed as having a mixed economy? (ER, PADM) • What is the role of the consumer in market and mixed economies? (ER) • To what extent do consumer actions reflect individual and collective identity? (ER, I) • How has the emergence of labour unions impacted market and mixed economies? (ER) • What are some similarities and differences in the way governments in Canada and the United States intervene in the market economies? (ER, PADM, GC) • How do the economic systems of Canada and the United States differ in answering the basic economic question of scarcity? (ER, PADM, GC)
9.2.6 assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: • How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? (ER, PADM) • How is a political party’s philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? (ER, PADM) • How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? (ER, PADM, C) • How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? (PADM, ER) This part I am unsure of
SKILLS AND PROCESSES FOR GRADE 9
Alberta Education’s Information and Communication Technology (ICT) curriculum is infused throughout
the social studies program of studies. Selected ICT outcomes are suggested throughout the program and
are indicated by this symbol .
DIMENSIONS OF THINKING
Students will:
9.S.1 develop skills of critical thinking and creative thinking:
• determine the validity of information based on context, bias, source, objectivity, evidence or
reliability to broaden understanding of a topic or an issue
• evaluate, critically, ideas, information and positions from multiple perspectives
• demonstrate the ability to analyze current affairs from multiple perspectives
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics by using appropriate technologies
assemble and organize different viewpoints in order to assess their validity
9.S.2 develop skills of historical thinking:
• analyze selected issues and problems from the past, placing people and events in a context of
time and place
• distinguish cause, effect, sequence and correlation in historical events and issues, including
the long- and short-term causal relations
• use historical and community resources to organize the sequence of historical events
• analyze the historical contexts of key events of a given time period
create a simulation or a model by using technology that permits the making of inferences
identify patterns in organized information
9.S.3 develop skills of geographic thinking:
• interpret thematic maps to analyze economic and political issues
• use geographic tools, such as Geographic Information Systems (GIS) software, to assist in
preparing graphs and maps
• construct diagrams, charts, graphs and tables to analyze geographic information
• define geographic problems and issues and pose geographic questions
access and operate multimedia applications and technologies from stand-alone and online
sources (e.g., GIS)
9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate leadership in groups, where appropriate, to achieve consensus and resolve
conflicts peacefully and equitably
• demonstrate a positive attitude regarding the needs and perspectives of others
access, retrieve and share information from electronic sources, such as common files
use networks to brainstorm, plan and share ideas with group members
9.S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community, such as:
• develop leadership skills by assuming specific roles and responsibilities in organizations,
projects and events within their community
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
9.S.8 demonstrate skills of oral, written and visual literacy:
• communicate in a persuasive and engaging manner through speeches, multimedia
presentations and written and oral reports, taking particular audiences and purposes into
consideration
• use skills of informal debate to persuasively express differing viewpoints regarding an issue
• elicit, clarify and respond appropriately to questions, ideas and diverse points of view
presented in discussions
• make reasoned comments relating to the topic of discussion
• listen to others to understand their perspectives
9.S.9 develop skills of media literacy:
• examine techniques used to enhance the authority and authenticity of media messages
• examine the values, lifestyles and points of view represented in a media message
• analyze the impact of television, Internet, radio and print media on a particular current affairs
9.2 Issues for Canadians: Economic Systems in Canada and the United States
General Outcome
Students will demonstrate an understanding and appreciation of how economic decision making inCanada and the United States impacts quality of life, citizenship and identity.
Specific Outcomes
Values and Attitudes
Students will:9.2.1 appreciate the values underlying economic decision making in Canada and the United
States (C, ER)
9.2.2 appreciate the relationship between consumerism and quality of life (C, CC)
9.2.3 appreciate the impact of government decision making on quality of life (C, CC, PADM)
Knowledge and Understanding
Students will:
9.2.4 compare and contrast the principles and practices of market and mixed economies by
exploring and reflecting upon the following questions and issues:
• What are the principles of a market economy? (ER)
• Why do governments intervene in a market economy? (ER, PADM)
• Why is Canada viewed as having a mixed economy? (ER, PADM)
• What is the role of the consumer in market and mixed economies? (ER)
• To what extent do consumer actions reflect individual and collective identity? (ER, I)
• How has the emergence of labour unions impacted market and mixed economies? (ER)
• What are some similarities and differences in the way governments in Canada and the
United States intervene in the market economies? (ER, PADM, GC)
• How do the economic systems of Canada and the United States differ in answering the basic
economic question of scarcity? (ER, PADM, GC)
9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and
the United States by exploring and reflecting upon the following questions and issues:
• What are the indicators of quality of life? (PADM, ER)
• How does individual consumer behaviour impact quality of life (e.g., environmental issues)?
(PADM, ER)
• How does marketing impact consumerism? (ER)
• How does consumerism provide opportunities for and limitations on impacting quality of
life? (PADM, ER)
• How is consumerism used as a power of a collective (e.g., boycotts)? (ER, PADM, C)
6/ Social Studies Grade 9
(2007) ©Alberta Education, Alberta, Canada
C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change
• To what extent do perspectives regarding consumerism, economic growth and quality of life
differ regionally in North America? (PADM, ER, GC, I)
• What societal values underlie social programs in Canada and the United States?
(PADM, ER, GC, I)
9.2.6 assess, critically, the interrelationship between political decisions and economic systems by
exploring and reflecting upon the following questions and issues:
• How do the economic platforms of political parties differ from one another (i.e., Democrat
versus Republican; Liberal versus Conservative)? (ER, PADM)
• How is a political party’s philosophy reflected in its platform (i.e., social programs, specific
taxes, taxation model)? (ER, PADM)
• How does the underground economy impact the federal and provincial tax base and social
programs (i.e., tax evasion, black market)? (ER, PADM, C)
• How do government decisions on environmental issues impact quality of life
(i.e., preservation, exploitation and trade of natural resources)? (PADM, ER)
This part I am unsure of
SKILLS AND PROCESSES FOR GRADE 9
Alberta Education’s Information and Communication Technology (ICT) curriculum is infused throughout
the social studies program of studies. Selected ICT outcomes are suggested throughout the program and
are indicated by this symbol .
DIMENSIONS OF THINKING
Students will:
9.S.1 develop skills of critical thinking and creative thinking:
• determine the validity of information based on context, bias, source, objectivity, evidence or
reliability to broaden understanding of a topic or an issue
• evaluate, critically, ideas, information and positions from multiple perspectives
• demonstrate the ability to analyze current affairs from multiple perspectives
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics by using appropriate technologies
assemble and organize different viewpoints in order to assess their validity
9.S.2 develop skills of historical thinking:
• analyze selected issues and problems from the past, placing people and events in a context of
time and place
• distinguish cause, effect, sequence and correlation in historical events and issues, including
the long- and short-term causal relations
• use historical and community resources to organize the sequence of historical events
• analyze the historical contexts of key events of a given time period
create a simulation or a model by using technology that permits the making of inferences
identify patterns in organized information
9.S.3 develop skills of geographic thinking:
• interpret thematic maps to analyze economic and political issues
• use geographic tools, such as Geographic Information Systems (GIS) software, to assist in
preparing graphs and maps
• construct diagrams, charts, graphs and tables to analyze geographic information
• define geographic problems and issues and pose geographic questions
access and operate multimedia applications and technologies from stand-alone and online
sources (e.g., GIS)
9.S.4. demonstrate skills of decision making and problem solving:
• take appropriate action and initiative when required in decision-making and problem-solving
scenarios
• participate in and predict outcomes of problem-solving and decision-making scenarios
• propose and apply strategies or options to solve problems and deal with issues
• propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
articulate clearly a plan of action to use technology to solve a problem
identify the appropriate materials and tools to use in order to accomplish a plan of action
evaluate choices and the progress in problem solving, then redefine the plan of action as
appropriate
Grade 9 Social Studies /7
©Alberta Education, Alberta, Canada (2007)
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate leadership in groups, where appropriate, to achieve consensus and resolve
conflicts peacefully and equitably
• demonstrate a positive attitude regarding the needs and perspectives of others
access, retrieve and share information from electronic sources, such as common files
use networks to brainstorm, plan and share ideas with group members
9.S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community, such as:
• develop leadership skills by assuming specific roles and responsibilities in organizations,
projects and events within their community
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
9.S.7 apply the research process:
• reflect on changes of perspective or opinion based on information gathered and research
conducted
• integrate and synthesize concepts to provide an informed point of view on a research question
or an issue
• develop a position supported by information gathered during research
• draw conclusions based upon research and evidence
• determine how information serves a variety of purposes and that the accuracy or relevance
may need verification
• organize and synthesize researched information
• formulate new questions as research progresses
• practise responsible and ethical use of information and technology
• include and organize references as part of research
create a plan for an inquiry that includes consideration of time management
demonstrate the advanced search skills necessary to limit the number of hits desired for
online and offline databases; for example, the use of “and” or “or” between search topics and
the choice of appropriate search engines for the topic
develop a process to manage volumes of information that can be made available through
electronic sources
evaluate the relevance of electronically accessed information to a particular topic
make connections among related, organized data, and assemble various pieces into a unified
message
refine searches to limit sources to a manageable number
analyze and synthesize information to create a product
8/ Social Studies Grade 9
(2007) ©Alberta Education, Alberta, Canada
COMMUNICATION
Students will:
9.S.8 demonstrate skills of oral, written and visual literacy:
• communicate in a persuasive and engaging manner through speeches, multimedia
presentations and written and oral reports, taking particular audiences and purposes into
consideration
• use skills of informal debate to persuasively express differing viewpoints regarding an issue
• elicit, clarify and respond appropriately to questions, ideas and diverse points of view
presented in discussions
• make reasoned comments relating to the topic of discussion
• listen to others to understand their perspectives
9.S.9 develop skills of media literacy:
• examine techniques used to enhance the authority and authenticity of media messages
• examine the values, lifestyles and points of view represented in a media message
• analyze the impact of television, Internet, radio and print media on a particular current affairs